Habyarimana, Humphreys, Posner, And Weinstein 2007 Flashcards
Which of the following BEST describes the research question that Habyarimana et al. (2007) set out to answer?
A. Does ethnic heterogeneity negatively or positively affect economic growth?
B. Why (i.e., through what mechanism) does ethnic heterogeneity negatively affect the probability of a country being democratic?
C. Why (i.e., through what mechanism) does ethnic heterogeneity negatively affect public goods provision?
D. Does ethnic heterogeneity affect the foreign direct investments a country receives?
C. Why (i.e., through what mechanism) does ethnic heterogeneity negatively affect public goods provision?
What is the outcome variable of interest in Habyarimana et al. (2007)?
A. Public goods provision
B. Ethnic heterogeneity
C. Economic growth
D. Democratization
A. Public goods provision
What is the explanatory variable of interest in Habyarimana et al. (2007)?
A. Public goods provision
B. Ethnic heterogeneity
C. Economic growth
D. Democratization
A. Public goods provision
Which of the following is an example of “public goods” as understood by Habyarimana et al. (2007)?
A. A good school system
B. A good healthcare system
C. Access to clean drinking water
D. All of the above
A. A good school system
What do Habyarimana et al. (2007) mean by “collective action”?
A. The actions taken by governments to satisfy the requests of their citizens
B. The actions taken by individuals coming together – perhaps against their personal incentives – to collaborate with others
C. The actions taken by the international community to intervene in a developing country when its government cannot provide for its citizens
D. All of the above are examples of collective action
D. All of the above are examples of collective action
What types of mechanisms do Habyarimana et al. (2007) describe as possible answers to their research question?
A. Geography-based, culture-based, and institutions-based
B. Preference-based, technology-based, and strategy-selection
C. Technology, human capital, and physical capital
D. Ethnic, coethnic, and non-coethnic
B. Preference-based, technology-based, and strategy selection
How do Habyarimana et al. (2007) test their hypothesis?
A. With an experiment based on the dictator game on a sample of undergraduate students on their campuses
B. With a survey administered to subjects of different ethnicities from rural communities in Eastern Africa
C. With a series of surveys and experiments involving subjects from a slum neighborhood of Kampala, Uganda
D. All of the above
C. With a series of surveys and experiments involving subjects from a slum neighborhood of Kampala, Uganda
How do Habyarimana et al. (2007) test the “commonality of tastes” hypothesis?
A. They survey subjects with questions about their tastes in food, products, sports, etc., and then look to see if co-ethnics tend to answer these questions in a more similar fashion than non-co-ethnics.
B. They observe subjects during their everyday activities to see if daily habits differ greatly across individuals of different ethnicities.
C. They survey subjects with questions about what public goods they want and how they want to fund them and then look to see if co-ethnics answer these questions in a more similar fashion than non-co-ethnics.
D. They have subjects play the dictator game and look to see if people from different ethnic groups they play it the same way
C. They survey subjects with questions about what public goods they want and how they want to fund them and then look to see if co-ethnics answer these questions in a more similar fashion than non-co-ethnics.
What type of evidence do Habyarimana et al. (2007) find for the “commonality of tastes” hypothesis?
A. They find that people from different ethnic groups have very different preferences over public goods.
B. They find that people from different ethnic groups have very different preferences over how to fund public goods provision.
C. They find that people from different ethnic groups play the dictator game in very different ways.
D. None of the above
D. None of the above
How do Habyarimana et al. (2007) test the “efficacy” hypothesis?
A. They collect survey data on whether or not people think that they would be more effective working on a project with a co-ethnic.
B. They observe subjects during their everyday activities to see which ethnic group is most effective.
C. They compare how co-ethnics and non-co-ethnics pairs play the dictator game.
D. They compare how co-ethnic and non-co-ethnic pairs solve a puzzle.
D. They compare how co-ethnic and non-co-ethnic pairs solve a puzzle.
What kind of evidence do Habyarimana et al. (2007) find for the “efficacy” hypothesis?
A. They find that people think that they will be much more effective when working with a co-ethnic on a project.
B. They find no differences across ethnic groups in the ability to accomplish everyday activities.
C. They find no differences across ethnic groups in how they play the dictator game.
D. They find that co-ethnic pairs do a better job of solving a puzzle.
D. They find that co-ethnic pairs do a better job of solving a puzzle.
Imagine two groups of students working on a group assignment. The FIRST GROUP is made up of students of different ages and classes, ranging from freshmen to seniors to even a graduate student; it includes both in-state and out-of-state students and both American and international students. The SECOND GROUP is made up of only 20- to 21-year-old sophomores and juniors who all come from the Chicago suburbs. Which of the two groups would Habyarimana et al. (2007) expect to do better on the assignment, and why?
A. The first group: based on the cultural mechanism, older students tend to be more cultured and therefore help the group perform better on the assignment.
B. The first group: based on the geography mechanism, students coming from all over the world are able to bring together different types of perspectives on the same problem and, therefore, perform better on the assignment.
C. The second group: based on the institution mechanism, students that all grew up in the Chicago suburbs share the same institutions and, therefore, are able to perform better on the assignment.
D. The second group: based on technology and strategy-selection mechanisms, students of around the same age and from the same area are more likely to share the same social networks and to be effective at sanctioning free riders and will therefore perform better on the assignment.
D. The second group: based on technology and strategy-selection mechanisms, students of around the same age and from the same area are more likely to share the same social networks and to be effective at sanctioning free riders and will therefore perform better on the assignment.
